Imigrantes venezuelanos na condição de sujeitos escolares em Boa Vista: a narrativa de ser estrangeiro

Abstract

With the intense migratory flow of Venezuelans, since 2015, almost 1 million foreigners from the neighboring country have entered Brazil and, of this total, 510,499 have decided to remain in Brazilian territory, according to data from the federal government (Brasil, 2023). In addition to geographic displacement, children and adolescents who accompanied their families migrated to Brazilian schools and experienced the process of integration into the new school reality, which differs from the experience inherited in the country of origin, as it is a differentiated education. system. As a consequence, they need to adapt to the language, writing, culture of another school environment and another society, to the conflicts of social life inside and outside of school, as well as to the drama of being subjected to the margins in Brazil, suffering various prejudices and xenophobia, living in terrible housing conditions in addition to questions about identity as a student and immigrant. Therefore, the object of the research is based on the life narratives of Venezuelan migratory subjects in the school context of Roraima. The general objective is to identify the profile of the school subject based on migratory flows between Venezuela and Brazil, in light of the narratives of high school students from public schools in Boa Vista/RR. The research methodology is qualitative and is based on life narratives based on interviews collected in field research. The reflections in this context include the psychology and sociology of the subject of immigration, the practice of school management, the role of the State and the sociolinguistic factors that surround the immigrant and social relations, to highlight the need for political education. As a theoretical contribution to (auto)biographical narratives, we rely mainly on studies of Souza (2019) about being a teacher in the border region; Marinas (2007, 2014), on the practice and scenic nature of language, as well as Le Grand and Pineau (2012), Josso (2014), Bragança (2012, 2014) and Souza (2014, 2019) in the approach to (self) narratives biographical studies as a process of subject formation.